Gender differences in responses to the Approaches to Studying Inventory

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Abstract
The Approaches to Studying Inventory (ASI) was devised in order to measure different orientations towards learning in higher education. Most research using the ASI has ignored gender as a social variable, and the few previous studies which have compared the responses given by male and female students are open to methodological criticisms. Two studies used different forms of the ASI to investigate the possibility of gender differences in approaches to studying. There was no consistent evidence of significant difference between men and women in terms of their scores on individual items, subscales, or learning orientations.